Current Nationwide Practices in U.S. Test Accommodations for Active Bilingual Learners/Users of English (ABLE) Students

Autor/inn/en	Huenergarde, Morgan C.; Floyd, Randy G.; Harris, Bryn
Titel	Current Nationwide Practices in U.S. Test Accommodations for Active Bilingual Learners/Users of English (ABLE) Students
Quelle	In: Bilingual Research Journal, 45 (2023) 3-4, S.380-400 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2022.2155885
Schlagwörter	Testing Accommodations; Bilingual Students; English Language Learners; English (Second Language); Second Language Learning; Standardized Tests; Equal Education; Federal Legislation; Educational Legislation; Students with Disabilities; State Policy; Guidelines; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Standadised tests; Standardisierter Test; Bundesrecht; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Richtlinien
Abstract	Schools are encountering a unique problem regarding how to best accommodate the increasing number of active bilingual learners/users of English (ABLE) students on state achievement tests. Previously, states used disability focused rather than language responsive accommodations for these students. The current study employed double-coding procedures to determine the number of tools, supports, and accommodations allowed for ABLE students across all U.S. states. Results revealed substantial heterogeneity of state practices, as some states demonstrated a decrease in the number of accommodations over time while some states offered more language responsive accommodations. Future research should continue to evaluate the appropriateness of the accommodations for ABLE populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01